ARG (juegos de realidad alternativa).Contribuciones, limitaciones y potencialidades para la docencia universitaria

  1. Piñeiro Otero, Teresa
  2. Costa Sánchez, Carmen
Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2015

Título del ejemplar: Mooc en la educación

Número: 44

Páginas: 141-148

Tipo: Artículo

DOI: 10.3916/C44-2015-15 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Objetivos de desarrollo sostenible

Resumen

Education’s gamification has represented an opportunity to boost students’ interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGR that, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered.

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Fuente de los datos: Dialnet